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2 Please note: Participants are informed that all documents, including but not limited to handouts, slides, articles and other paper and electronic media used by Alisa Van Hekken in the course of conducting this inservice are owned exclusively by Literacy Resources, Inc. and that no reproduction (other than for classroom use with elementary students) or other such use of documents and materials is authorized without the explicit written consent of Dr. Michael Heggerty. Requests can be made to:

3 Research Findings: The lack of phonemic awareness is the MOST powerful determinant of the likelihood of failure to read. (Adams, 1990)

4 Terms clarification: Phonics vs. Phonemic Phonemic Awareness: Hear it and play with it Word Identification Skills (Phonics) See it and play with it **Common Core expects BOTH in Kindergarten**

5 What Does Research Tell Us about Reading? The National Reading Panel published their study of research in 2001 and identified five essential elements of early reading instruction: Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension

6 Research Findings: Phonemic awareness has been shown to be a very powerful predictor of later reading achievement. In fact, it [phonemic awareness] is a better predictor than more global measures such as IQ or general language proficiency. (Griffith and Olson, 1992)

8 Common Core State Standards Phonological Awareness - Kindergarten 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. 1 (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. 1 Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. Print Concepts: the alphabet Recognize and name all uppercase and lowercase letters of

11 Research Findings: The most comprehensive reading program EXPLICITLY [sic] teaches about the sounds of language. It teaches children that words can be broken up into these smaller units of language, that the letters represent this unit of language phonics. ALL [sic] children can benefit from being taught directly how to break up spoken words into smaller units and how letters represent sounds. (Overcoming Dyslexia, Shaywitz, 1999)

12 About the curriculum Therefore Common Core says Phonemic awareness should be a TIER I, core curriculum for the whole class in lower grades, at least K-1, and possibly higher depending on your demographics and mobility. It can also be used as a TIER II intervention in smaller groups or TIER III as one-on-one.

13 Why Whole Group? Most core curriculum focus on one or two skills a day, which is what the NRP suggested. Dr. Heggerty created this program because he cannot support teaching only1-2 skills per day, given the reality that most of us are up against with our students and their needs.

14 The importance of Mother Goose There is a strong link between the nursery rhyme knowledge of Pre-K children and their future success in reading and spelling -MacLean, Bryant, and Bradley (1987)

17 Something to think about When do you expect mastery of letter names and sounds?

18 The question is. Is it cute? or Does it count?

19 o o love o c c g g y y y y

20 Using Rhythm and Song Use rhythm and song whenever you can. We know from brain research that rhythm and song can help a student retain a skill or concept. There are many books available for purchase that you can use to introduce rhythm and songs. See the Book List in your handouts Get ready for Dr. Jean s Alphabet Aerobics!

21 Increasing Language Awareness Repeating a sentence NURSERY RHYMES Breaking a sentence into separate, spoken words Clapping words in a sentence Counting words in a sentence This is found in the Kindergarten program for weeks 1-8 and in the Primary program for weeks 1 8.

27 Roller Coaster for Three Sound Words and/or Syllable Be sure to work into multisyllabic words when doing the final sound skill. Students need to be trained to hear the sounds in bigger words as well. Medial roller coasters only work with three sound words or syllables. For an example See Week 13 (pg.25) in blue book

30 Blending & Segmenting Phonemes Elkonin boxes: Use chips or pennies to show phonemes, then students write the letters that make those sounds Can be for any number of sounds add boxes What slides up can also slide back (double duty!!) Great to use for intervention with student s writing help them sound out words Blending Activity in K book Week 21

34 Lesson Structure Each lesson is Focused on a scaffolded scope and sequence Focused on a specific skill or review Cumulatively built Just a note: / b / virgules mean to use the sound not the name Let s see what a Phonemic Awareness lesson looks like

35 Using Poetry & Children s Books (locate the Great Children s Books pages in your handouts) Any time you can use poetry or a trade book that plays with words, it reinforces that in real life authors are doing the same skills that we are asking the students to do in phonemic awareness. Books like Hop on Pop, Green Eggs and Ham, Mary Had a Little Jam, etc., are wonderful extensions for reinforcing phonemic awareness skills in print. There are just SO many of these books. Start collecting!! A list of suggested materials is included in your handouts

36 Helping Students who Struggle: Response to Intervention (RtI) Using Phonemic Awareness as a Tier II intervention: Determine the specific area of need for an individual student or small group of students, and focus your instruction to help student reach mastery. Nonnegotiable Skills which must get intervention: Letter names and sounds mastery Onsets (Beginning Sounds, including blends & digraphs) Blending Segmenting Final and medial Sounds

40 Remember You need to pre-read the lessons or prepare your words in advance It is difficult to mess up Phonemic Awareness lesson, as long as you are focused on the right sounds This is language play, so there should be laughter and everyone should be having fun!

41 A few resources Phonemic Awareness: The Skills That They Need to Help Them Succeed! PreK, K, and Primary curriculum in English and Spanish Dr. Jean CDs: Phonemic Awareness in Young Children - A Classroom Curriculum. (1998) Marilyn Adams, et al. Paul A. Brookes Publishing Co. Phonics from A to Z - A Practical Guide. Wiley Blevins 1998 Scholastic,

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